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  • Before they Google, we try to interface the web with our web guides such as the general ref page which does have links to Wikipedia and other open web dictionaries and general resource mats
  • Along w/ a thesaurus > tools such as Ebsco’s auto text technology can provide keywords
  • EBSCO > narrow search to academic journals WIKIPEDIA [e.g. Amino acids] always check references and notes SCIENCEDIRECT number of times an article is cited in SCOPUS GOOGLE Scholar > Web of Science > how many times an item is cited / other articles published via Google Scholar
  • Incorporate selected information into one’s knowledge base <> facebook lists
  • Use Blackboard Group Pages to “monitor” student(s) progress in their attempt to accomplish goals
  • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally Information Capture applications The Owl at Perdue via The Perdue Online Writing Lab (Perdue university) NC State University Citation Builder
  • Core competencies of information literacy are:
  • Want faculty to consider the following when revisiting syllabus >>>> Assessment via class assignments e.g. annotated bibliography > be weary of rouge assignments > will cover later
  • Resources platforms for acquiring information resources Resources we cover in the infolit sessions
  • Library services for faculty via HUL Web
  • HU CETLA ILSI May 2010

    1. 1. Information Literacy Seminar  (hybrid) course @ CETLA   Alliah Humber , University Libraries
    2. 2. Information Literacy Seminar (IL) <ul><ul><li>IL Overview in context of MS CHE </li></ul></ul><ul><ul><li>IL @ HU </li></ul></ul><ul><ul><li>IL in the Syllabus </li></ul></ul><ul><ul><li>IL - rich Assignments </li></ul></ul><ul><ul><li>Library support of IL initiative </li></ul></ul>
    3. 3. Workshop Goals <ul><li>To provide participants with the information resources and services in context of their subject area of focus </li></ul><ul><li>To enable participants to discover discipline-specific and interdisciplinary information resources in support of online teaching and learning </li></ul><ul><li>To provide the opportunity for participants to incorporate IL concepts in course materials </li></ul>
    4. 4. What is Information Literacy? <ul><li>“ the ability to recognize when information is needed, and then to find , evaluate , use and communicate that information effectively.” </li></ul>
    5. 5. Information Literacy is… <ul><li>&quot; an intellectual framework for identifying, finding, understanding, evaluating and using information. </li></ul><ul><ul><li>[I]t includes: </li></ul></ul><ul><ul><ul><li>determining the nature and extent of needed information; </li></ul></ul></ul><ul><ul><ul><li>accessing information effectively and efficiently; </li></ul></ul></ul><ul><ul><ul><li>evaluating critically information and its sources; </li></ul></ul></ul><ul><ul><ul><li>incorporating selected information in the learner's knowledge base and value system; </li></ul></ul></ul>
    6. 6. Information Literacy is … (con't) <ul><ul><ul><li>using information effectively to accomplish a specific purpose; </li></ul></ul></ul><ul><ul><ul><li>understanding the economic, legal and social issues surrounding the use of information and information technology; and  </li></ul></ul></ul><ul><ul><ul><li>observing laws, regulations and institutional policies related to the access and use of information.&quot; </li></ul></ul></ul><ul><li>Middle States Commission in Higher Education 2002 edition of Characteristics of Excellence in Higher Education; Eligibility Requirements and Standards for Accreditation </li></ul>
    7. 7. 2 IL Course Models <ul><li>Stand-alone </li></ul><ul><li>Integrated </li></ul>
    8. 8. 1. Stand A lone c ourse m odel <ul><ul><li>Typically designed for first-year ENG 00 3 courses </li></ul></ul><ul><ul><li>Hit or Miss : Course is not a requirement </li></ul></ul><ul><ul><li>Risk students skills may not be reinforced at various stages in their academic career </li></ul></ul><ul><ul><li>S ingle course cannot (may not) satisfy the requirements of meeting the university's IL goals </li></ul></ul>
    9. 9. 2. Integrated course model <ul><li>Work with information specialists </li></ul><ul><li>Comprise of a scheduled library session </li></ul><ul><li>Librarians: identifying the information needed, finding and evaluating resources </li></ul><ul><li>Faculty: evaluating and understanding the content, using information ethically and legally. </li></ul>
    10. 10. Benefits of the Integrated Course M odel <ul><ul><li>P laces IL in context of discipline </li></ul></ul><ul><ul><li>D eepening student's understanding of IL w/in student chosen field </li></ul></ul><ul><ul><li>U pper level and graduate students can avail in </li></ul></ul><ul><ul><ul><li>identifying more obscure information resources </li></ul></ul></ul><ul><ul><ul><li>devising complex search strategies </li></ul></ul></ul><ul><ul><ul><li>engaging in deeper analysis of the content </li></ul></ul></ul><ul><ul><ul><li>presenting new insight, or </li></ul></ul></ul><ul><ul><ul><li>new knowledge to other chosen audiences </li></ul></ul></ul><ul><ul><li>engages faculty by making them partners in IL instruction enabling them to blend IL with the discussion of other curriculum content. </li></ul></ul>
    11. 11. Systematic Approach <ul><li>systematic approach: b/c students do not come with an inherent knowledge of biology (for example) or have the skill to evaluate quality, and read and understand scientific literature, students need assignments that give them the opportunity to analyze and understand a single reserach article </li></ul><ul><li>Awareness of other forms of scholarly publishing </li></ul><ul><li>peer-review - popular press - have students read and react to blogs </li></ul>
    12. 12. Honoring Multistage process <ul><li>pursuing of knowledge begins </li></ul><ul><li>student summarizes and synthesizes information, then explains and interpets it </li></ul><ul><li>after understanding, student selects and incorporates into knowledge base and determines how the new information affects the underlynig values that shapes attitudes toward other aspects of life and beliefs about what is true or not. </li></ul>
    13. 13. Breadth courses <ul><li>opportunity to introduce students to the nature of inquiry and the organization of knowledge in the disciples </li></ul>
    14. 14. IL in the Syllabus <ul><li>Are IL goals clear and part of the course objectives </li></ul><ul><li>IL skills measured by grading criteria </li></ul><ul><li>Is there mention of the library as a resource for completing assignments </li></ul><ul><li>Are specific resources listed? Indexes and proprietary databases </li></ul><ul><li>Are all Course Reserves items available in the library </li></ul><ul><li>Is the Citation Format clear. </li></ul>
    15. 15. Considering Assignments  <ul><li>fac can improve student learning by encouraging students to explore and analyze ideas creatively </li></ul><ul><li>use IL principals as a metacognitive strategy to manage their own learning </li></ul>
    16. 16. IL Assignments <ul><li>Incorporate peer review </li></ul><ul><li>Have students critique each other's work </li></ul><ul><li>Require students to attend a departmental research seminar and write a reflection paper </li></ul><ul><li>Create an informational brochure or fact sheet about a topic </li></ul><ul><li>create a presentation in a style of podcasts </li></ul><ul><li>presentation of a case study </li></ul><ul><li>a paper written in the style of a popular press, where articles are assembled into a magazine, distributed to the class, content included on the final examination. </li></ul>
    17. 17. IL Assignments <ul><li>small papers summarize weekly readings </li></ul><ul><li>annotated bibliography </li></ul><ul><li>Presentation </li></ul><ul><li>book reviews </li></ul><ul><li>literature reviews </li></ul><ul><li>posters editorials </li></ul><ul><li>Memos </li></ul><ul><li>company and product research papers. </li></ul>
    18. 18. IL Assignments <ul><li>Citation searching:  Determine the impact on the field of specific articles or books from the course readings by searching for them in a citation index.  How many people have cited the work? Get the articles. Write a review of these articles explaining how the citing scholar used the original work.  </li></ul><ul><li>Footnote following and critique:  Find the original source of a footnote in a course reading.  Locate the source and compare it to the arguments made in the course reading. 1 </li></ul><ul><li>Scholarly roots:  Do a genealogy tracing of a current faculty member's scholarly roots from his/her mentors and advisors to the historical &quot;big names&quot; in the field. 2 </li></ul><ul><li>  Review article:  Investigate the &quot;state of the art&quot; on a particular topic by doing a literature review and summary of the most important research.  </li></ul><ul><li>Popular vs. Scholarly:  Find the original article for a research study mentioned in the popular press.  Compare the announcement to the study. Did the announcement correctly summarize the research findings? Alternatively, have students find a research article and write a summary announcement suitable for the popular press.  </li></ul><ul><li>Problem sets:  Give problem scenario and have students find the needed data, making sure to cite their source of the data. 3   </li></ul><ul><li>Use Wikipedia:  Review a Wikipedia article on a topic from the class.  Evaluate its accuracy and the sources listed in the further reading.  Revise information including citations to sources. 4 </li></ul>
    19. 19. Assignments     <ul><li>Term Bank </li></ul><ul><li>Easy: Create a list of possible search terms for a broad topic. </li></ul><ul><li>Medium: Track the results of those search terms in web search engines, reference books, databases, and other sources. Discuss which terms are best, and why. </li></ul><ul><li>Advanced: Create a hierarchical thesaurus of terms for this topic. </li></ul><ul><li>History Source Criticism </li></ul><ul><li>Easy: Given a well-known primary historical source, follow its use forward in history inother works. Who used it and why? </li></ul><ul><li>Medium: Who actually wrote it and why? </li></ul><ul><li>Advanced: How and why has it been compromised or reevaluated over time? </li></ul><ul><li>History of Literary Criticism </li></ul><ul><li>Easy: Begin with a famous novel at least fifty years old. Identify what critics were saying about that work 10, 20, 30, 40, 50.... years ago. </li></ul><ul><li>Medium: How and why did ideas about the novel change? </li></ul><ul><li>Advanced: Investigate one or two of those years for social issues which may have had an impact on the critics' ideas. </li></ul>
    20. 20. Assignments <ul><li>Challenge Article </li></ul><ul><ul><li>Easy: In response to a challenging reading -- the more outlandish the better – examine each assumption, proving its truth or falsehood with outside sources. </li></ul></ul><ul><ul><li>Medium: Investigate the writer and his or her bias. </li></ul></ul><ul><ul><li>Advanced: Rewrite the article in light of your version of the truth. </li></ul></ul><ul><li>Literature Comparison </li></ul><ul><ul><li>Easy: Compare the literature on a topic from different eras. How has the terminology of this topic changed over time? </li></ul></ul><ul><ul><li>Medium: What questions are still unanswered? </li></ul></ul><ul><ul><li>Advanced: Write an imaginary citation list on this topic from ten years in the future. </li></ul></ul><ul><li>Pathfinder </li></ul><ul><ul><li>Easy: Create a &quot;Pathfinder&quot; or &quot;Miniguide&quot; to a very narrow topic: Outline the topic and annotate a list of the best reference books, databases, web sites, and journals. </li></ul></ul><ul><ul><li>Medium: Add a short list of seminal works and thinkers on this topic, and explain their importance. </li></ul></ul><ul><ul><li>Advanced: Explain the most efficient way to track this topic if I want to follow developments in the future. </li></ul></ul>
    21. 21. Assignments <ul><li>Compare items retrieved by searches using two different search engines or databases.  4 Students learn that indexes, databases and even search engines may have different foci and functions. This helps them learn to make deliberate choices about which finding tool to locate information in various fields, at differing levels, or in differing formats. Searching a general database such as  Academic Search Premiere  and the standard indexing tool within your discipline might yield some interesting results. (Is the general database useful for an interdisciplinary approach? Are its articles more accessible? Does the specialized index do better for narrow searches?) </li></ul><ul><li>Retrieve and compare two sources of information on the same topic This helps students become aware of the impact that the author's background, intent and audience may have on the information presented, and may highlight the differences among various disciplines. It works particularly well when students are asked to locate deliberately disparate sources, such as an article from a popular magazine and another from an academic journal 1 , articles from conservative and liberal sources  2 , articles from different disciplines, journal articles and web sites,a personal and an organizational web site. </li></ul>
    22. 22. Assignments <ul><li>Present brief factual background to the class, introducing a new topic.  Helps students identify when consulting a reference work (print or electronic) is more efficient than looking for articles or books, and helps students invest in the process of the course itself. It also can mesh well with the oral components of the seminar. </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>ttp:// </li></ul><ul><li>>>>nice opening </li></ul>
    23. 23. Determine extent of information needed
    24. 24. Access information effectively & efficiently
    25. 25. Evaluate information & its sources critically
    26. 26. Incorporate into one’s knowledge base
    27. 27. Use information effectively to accomplish a specific purpose
    28. 28. Citing information is a ethical practice
    29. 29. Core Competencies <ul><li>Information Management </li></ul><ul><li>store, retrieve, & reference resources </li></ul><ul><li>Searching </li></ul><ul><li>identify, locate, & evaluative salient and scholarly resources </li></ul><ul><li>Technology </li></ul><ul><li>agile & efficient use of information platforms and tools </li></ul>
    30. 30. INFOLit sessions (library instruction) <ul><li>Incorporate primary information literacy competencies (INFOLit sessions) into the syllabus </li></ul><ul><li>Sessions range btw 45min-2hr </li></ul><ul><li>Move beyond big-box databases -- consider having multiple INFOLit sessions </li></ul><ul><li>Assessment via class assignments e.g. annotated bibliography > be weary of rouge assignments </li></ul>
    31. 31. HUL Web > Access via homepage (resources) <ul><li>Library Catalogs / OPACs </li></ul><ul><li>Databases < Search/Browse OR Sterling homepage EBSCOhost databases, ScienceDirect, ProQuest databases, LexisNexis, etc </li></ul><ul><li>Subject Guides < Research Assistance > Help Guides </li></ul><ul><li> Political Science, African Studies, Education, Sociology, Women Leaders, Citing Sources, Steps in the Research Process, etc. </li></ul><ul><li>General Reference < Search/Browse Encyclopedias, Dictionaries, News Sources, Statistics, Thesaurus, etc. </li></ul>
    32. 32. HUL Web > Access via homepage (services) <ul><li>Faculty & TA < Research Assistance </li></ul><ul><ul><li>Request Forms < Services </li></ul></ul><ul><li>Creating Assignments, Library Instruction, Course-Related Web page, Library Evaluation, ILL, Library Purchase </li></ul><ul><ul><li>Subject Specialists < About Us, Contact Us </li></ul></ul><ul><li>Bibliographer Liaison, Information Facilitator contact information </li></ul><ul><ul><li>Course Reserve Request < Search/ Browse </li></ul></ul><ul><li>Note: complete Word doc and submit to appropriate library </li></ul><ul><ul><li>Off-Campus Access to Databases, Sterling < Search/ Browse </li></ul></ul><ul><li>Library Calendar </li></ul>
    33. 33. Library-involved Assignments <ul><li>Check STERLING for resources (books, journals databases) listed in your syllabus </li></ul><ul><li>Consider the various formats a resource available </li></ul><ul><li>Request required readings listed in syllabus be placed on reserve in the library </li></ul><ul><li>Library uses Library of Congress call numbers </li></ul><ul><li>Photocopying cost .15 cents per copy, consider electronic reserves </li></ul><ul><li>Reconsider the scavenger hunt assignment </li></ul>
    34. 34. Benefits of working with information literate students <ul><li>Students will probably </li></ul><ul><ul><li>produce quality research papers </li></ul></ul><ul><ul><li>make more effective oral presentations </li></ul></ul><ul><ul><li>use correct citations when writing or make appropriate attributions when speaking </li></ul></ul><ul><ul><li>plagiarize less </li></ul></ul>